work quietly A.docx

Unit6 work quietly教学设计一、内容分析【教学目标】1. 掌握新单词和短语:doing morning exercises, havingclass, eatinglunch, reading a book, listening to music.2. 掌握句型：What is Chenjie /she /he doing?What are the students /they /you doing?【教学重点】1. 能掌握新的单词和短语。2. 能理解并运用新的句型。【教学难点】1. 能掌握新的单词和短语。2. 能理解并运用新的句型。【教具准备】图片、课件、配套影音材料。【学法指导】指导法、练习法【习惯培养】培养学生敢于交流的习惯三、教学建议此板块教学可通过Lets talk和Lets learn中的情景呈现和操练单词。1. 教学Talk quietly. 和Keep your desk clean.（1）复习完B部分Lets talk后，教师指着对话配图提问：Where are Tom and John? 学生回答：In the library. 教师继续问：What are the rules of the library? 引导学生根据对话回答：Talk quietly. Keep your desk clean.（2）教师板书Talk quietly. Keep your desk clean. 并在talk的al下面、Keep的ee下面、clean的ea下面画线，强调拼读在单词中的运用，并播放录音请学生跟读。（3）教师圈出talk和desk末尾的k，让学生再听一遍，然后再次跟读、朗读。（4）教师举例：Talk quietly in the / Keep your desk clean in the 引导学生通过说一说哪些场合也需要遵守这两条行为规范，以此来操练Talk quietly. 和Keep your desk clean. 的音、形、义。教师关注学生句子略读等朗读技巧。2. 教学Keep to the right.（1）教师呈现Tom, John和其他同学一起走出图书馆门口的情景，并呈现Mr Jones指挥着队伍的图片，说Keep to the right. 教师板书Keep to the right. 并在ee下面画上横线，强调发音，然后请学生模仿动作，跟读并表演朗读。（2）教师请学生多听几遍，然后请学生说一说句子中需要连读的地方，如Keep的p。教师根据学生回答圈出字母p，然后再请学学生听一遍录音并跟读。（3）教师举例：Keep to the right on the stairs/playground/ 引导学生通过说一说哪些场合也需要遵守这条行为规范，以此来操练Keep to the right. 的音、形、义。教师关注学生掌握句子略读等朗读技巧的情况。3. 教学其他句子部分和Take turns.（1）教师呈现学生回到教室后相互翻看对方借来的书的情景，对话示例如下：A. Wu Yifan: Your book is funny. Can I have a look?John: Can I read it, too?Sarah: OK. Take turns, please.B. Amy: Can I use your crayons?Mike: Can I use your crayons?Chen Jie: OK. Take turns, please.（2）教师呈现Sarah和陈杰说话的头像，提问：What do they say? 引导学生回答：OK. Take turns. 教师板书Take turns. 并请学生根据对话，说出汉语意思。（3）教师在take的a-e下面和turns的ur下面画线，强调其发音，然后请学生跟读录音并朗读。教师再次播放上面两个小对话，并播放Mr Johes说：Talk quietly. 先请学生跟读模仿，然后让学生在四人小组中表演，最后请几组汇报。四、板书设计Unit 6 Work quie